ABSTRACT
This volume explores mindfulness and other contemplative approaches as strategic tools for cultivating anti-oppressive pedagogies in higher education.
Research confirms that simply providing students with evidence and narratives of economic, social, and environmental injustices proves insufficient in developing awareness and eliciting responses of empathy, solidarity, and a desire to act for change. From the environmental humanities to the environmental sciences, legal studies, psychology, and counseling, educators from a range of geographical and disciplinary standpoints describe their research-based mindfulness pedagogies. Chapters explore how to interrupt and interrogate oppression through contemplative teaching tools, assignments, and strategies that create greater awareness and facilitate deeper engagement with learning contents, contexts, and communities.
Providing a framework that facilitates awareness of the links between historic and current oppression, self-identity, and trauma, and creating a transformative learning experience through mindfulness, this book is a must-read for faculty and educators interested in intersections of mindfulness, contemplative pedagogies, and anti-oppression.
TABLE OF CONTENTS
part I|31 pages
Contemplative Theoretical Frameworks
part II|81 pages
Contemplative Pedagogies for Environmental Justice
chapter 5|19 pages
Literary Reading, Mindfulness, and Climate Justice
part III|82 pages
Contemplative Pedagogies Across the Disciplines
chapter 11|12 pages
Creating Mindful and Self-Aware Counseling Practitioners
part IV|50 pages
Contemplative Practices for Community and Institutional Change